′Online learning is growing rapidly as a discipline and in terms of its influence on education and training. Many activities that seemed impossible a decade ago - such as person to person online video - are now common place. The last five years have produced dramatic change in how individuals interact with each other and with information. This publication provides among the best theorizing, research, and implementation on online learning. Those who are new to technology in learning will find it a wonderful starting point. Those with extensive experience in online learning will find it to be an excellent foundation to revisit′ - George Siemens, Athabasca University, CanadaWith the recent emergence of Web 2.0 technologies and the widespread use and availability of laptop computers and wireless networks, the integration of digital technologies is increasingly seen as an inevitable factor in e-Learning and education. Online Learning examines the influence of new technologies on online pedagogy and provides an authoritative synthesis of existing research in the field. It also investigates the direction of e-Learning in the digital age. Consisting of approximately 85 articles, the five parts focus on:Part One: Professional Development and TrainingPart Two: Digital PedagogiesPart Three: Digital LiteraciesPart Four: New and Emerging Technologies Part Five: Online Assessment

Following on the success of 2008’s Major Work, Student Assessment and Testing (ed. Harlen), this new four-volume Major Work revisits the topic of assessment in education but shifts the focus to take a more detailed look at important aspects of the subject previously only touched upon, such as:Assessment carried out by teachers Advances in technological approaches to assessment, most notably in computerized adaptive testing Our understanding of assessment for learning (including peer and self-assessment, formative assessment and feedback) Ethical dimensions such as students’ rights and entitlementsThis new collection brings together the best existing work in these areas, and is introduced by a newly-written contextualising chapter by the major work’s esteemed editor, John Gardner.

This landmark study brings together a comprehensive collection of readings on educational thought from antiquity to the present. It includes four volumes and over 100 different selections:Volume 1: Classic/Early Modern (to 1945)Volume 2: Modern (1945-1979)Volume 3/4: Postmodern (1979-present)From Montaigne to Chomsky, the editor has included articles from some of the western world′s most influential educational thinkers alongside authoritative voices from the field to show a full spectrum of ideas about education, its purpose and objectives.The first volume includes a lead essay by the editor on the nature of educational thought and the social and cultural foundations of education. Each volume also includes its own introduction.Taken together, the volumes provide an unparalleled resource featuring broad coverage of the subject with historical depth and contemporary relevance. The set will enable students to effectively research their studies and will prove to be an invaluable resource for academics developing their research.

This four-volume set brings together seminal articles and key writings on the theme of inclusion and diversity in education. The collection takes disability and special educational need as a starting point from which to develop a broader focus on a range of themes relating to learners who may be marginalised from educational opportunities. This includes for example members of minority ethnic communities, students excluded from schools or who are ′looked after′ in public care, and other dimensions of exclusion arising from social class, gender or sexuality.The starting point for understanding inclusive education lies in social justice perspectives, and this forms the basis for the first volume. Volumes two and three focus on research aimed at developing more inclusive practices both at the levels of schools and school systems, and at the levels of inclusive pedagogy, enacted in the classroom and through the curriculum. Volume four reflects the range of voices in research on inclusive education, drawing on traditionally marginalised voices and those of learners in particular.Three cross-cutting themes are represented across all four volumes:-A chronological approach, showing how key concepts and perspectives have developed in each area of the literature. -Identified groups of learners - developing more nuanced readings of how processes of exclusion and inclusion intersect dimensions such as disability, class and race-Contexts for learning - such as urban education and global or comparative perspectives.

This four-volume set brings together key articles from the political and educational literature, providing theoretical discussion and extracts from research reports in citizenship and citizenship education. The first volume focuses on historical and philosophical material. Volume two examines the purposes of citizenship education, including arguments for particular aspects such as ′race′, class, gender or broader matters such as justice and equality. The third volume describes and discusses particular forms of education that relate strongly and directly to citizenship education, e.g. global education, character education, political education, moral education, social education). Volume four focuses on material about socialisation, curriculum, pedagogy and assessment. Throughout the 4 volumes key themes are highlighted:-What is the nature of citizenship and citizenship education? -Why is citizenship education promoted? -Where does citizenship education occur? -Who is citizenship education for and how does it affect learners and others? The SAGE Library of Educational Thought and Practice major works series encapsulates and disseminates the seminal works in the field of educational science and collects together those articles and essays which have been most influential in shaping and driving the discipline. Each multi-volume set presents readers with a collection of both classical and contemporary published works sourced from the foremost publications in the field by an internationally renowned editor or editorial team. Each set includes a full introduction, presenting a rationale for the selection and which contextualises the major work within the discipline, and gives students, researchers and academics insight into the past, present and likely future of that area of research. The series covers both key approaches to studying education theory and the primary sub-fields which form the focus of educational practitioners′ work. The SAGE Library of Educational Thought and Practice is an essential addition for all libraries throughout the world with an interest in Education.

In recent years, research into theories of learning has been gaining momentum as a majorly significant academic pursuit, sending ripples of influence over the realm of the social sciences. Bringing together a wide-ranging selection of articles, written by elite of internationally-renowned scholars, this four-volume collection aims to provide an overview of the many theories of learning, from Aristotle to the present day. Editor David Scott, presents a comprehensive exploration of the subject, ranging from theories to models of learning, and from relations with curriculum to resulting themes and issues. The work is carefully organized and structured with reference to Jerome Bruner′s model of learning, particularly in relation to Bruner′s distinction between symbol-processing and socio-cultural views of learning.Volume One: Philosophical, Sociological and Psychological Theories of LearningVolume Two: Models of LearningVolume Three: Relations with Curriculum, Pedagogy and AssessmentVolume Four: Themes and Issues

This four-volume Major Work brings together seminal articles and research studies in the field of creativity, drawing from educational and psychological research.  The collection focuses on creativity in the classroom, the roles of educators and students, how creative processes relate to education and learning, and an analysis of the socio-cultural contexts for creativity in education.  Critical issues, such as the relationship between intelligence and creativity, and motivation, are also explored. Articles are supported with a context-setting introduction from renowned creativity scholar Mark Runco.

The central focus of this major work is on issues, challenges and changes in the field of teaching and learning in Higher Education, and particularly those which have developed over the past few decades. Since the 19th century there has been a constant debate over what universities and higher education should and could be, and with the purposes, costs and value to society coming to the fore of the discussion in most recent times.While there is no doubt that the issues involved in movements and changes such as "globalization", "commercialisation", "massification", and "corporatization" - as they have been characterized over the last few decades - have significantly impacted Universities, there have also been profound effects of greater access of more diverse groups to Higher Education, increases in areas of study and their application, and in the impact of technology as never before. Across four thematic volumes, this major work examines a number of these effects and how they have led to issues and developments in the field.Volume One: Curriculum Development in Higher EducationVolume Two: Approaches to Learning and Teaching in Higher EducationVolume Three: The Impact of Technology and Online Learning in Higher EducationVolume Four: Assessment and Evaluation in Higher Education

International Education is a relatively new area of academic study but it is evolving rapidly due to the growth and development of overseas campuses and international curricula, at both school and university levels. International Education can be viewed as an ‘umbrella-term’ linking a number of cognate areas including globalization, global citizenship and cosmopolitanism. In this landmark collection, leading scholars present the key theories and models of practice in International Education through a selection of seminal articles and chapters from around the globe.Volume One: Nature and Meaning of International EducationVolume Two: Current Issues in Promoting International Education in National and Regional ContextsVolume Three: Current Issues in Promoting International Education in Global Contexts

This collection offers a guide to the core issues in the field of sociology of education, drawing on historically-significant material as well as contemporary sources, and offering perspectives from varied and diverse scholarship from across the world. While education is a major policy preoccupation in both ‘developed′ countries and emergent economies, sociological knowledge about education is becoming more and more varied and dispersed, as new directions develop in response to older assumptions, and new and rapidly changing policy problems drive enquiry in different directions. This major work responds to the challenge presented by diversity and differences of perspective in the field, drawing on a wide range of specialisms that allows researchers to ‘see′ the field clearly, to understand its development over time, and appreciate its enduring contribution to knowledge. Volume One: Theories & Methodologies in use Volume Two: Politics and Policy Volume Three: Equalities & Identities Volume Four: Pedagogies & Institutions

′Online learning is growing rapidly as a discipline and in terms of its influence on education and training. Many activities that seemed impossible a decade ago - such as person to person online video - are now common place. The last five years have produced dramatic change in how individuals interact with each other and with information. This publication provides among the best theorizing, research, and implementation on online learning. Those who are new to technology in learning will find it a wonderful starting point. Those with extensive experience in online learning will find it to be an excellent foundation to revisit′ - George Siemens, Athabasca University, CanadaWith the recent emergence of Web 2.0 technologies and the widespread use and availability of laptop computers and wireless networks, the integration of digital technologies is increasingly seen as an inevitable factor in e-Learning and education. Online Learning examines the influence of new technologies on online pedagogy and provides an authoritative synthesis of existing research in the field. It also investigates the direction of e-Learning in the digital age. Consisting of approximately 85 articles, the five parts focus on:Part One: Professional Development and TrainingPart Two: Digital PedagogiesPart Three: Digital LiteraciesPart Four: New and Emerging Technologies Part Five: Online Assessment

Following on the success of 2008’s Major Work, Student Assessment and Testing (ed. Harlen), this new four-volume Major Work revisits the topic of assessment in education but shifts the focus to take a more detailed look at important aspects of the subject previously only touched upon, such as:Assessment carried out by teachers Advances in technological approaches to assessment, most notably in computerized adaptive testing Our understanding of assessment for learning (including peer and self-assessment, formative assessment and feedback) Ethical dimensions such as students’ rights and entitlementsThis new collection brings together the best existing work in these areas, and is introduced by a newly-written contextualising chapter by the major work’s esteemed editor, John Gardner.

This landmark study brings together a comprehensive collection of readings on educational thought from antiquity to the present. It includes four volumes and over 100 different selections:Volume 1: Classic/Early Modern (to 1945)Volume 2: Modern (1945-1979)Volume 3/4: Postmodern (1979-present)From Montaigne to Chomsky, the editor has included articles from some of the western world′s most influential educational thinkers alongside authoritative voices from the field to show a full spectrum of ideas about education, its purpose and objectives.The first volume includes a lead essay by the editor on the nature of educational thought and the social and cultural foundations of education. Each volume also includes its own introduction.Taken together, the volumes provide an unparalleled resource featuring broad coverage of the subject with historical depth and contemporary relevance. The set will enable students to effectively research their studies and will prove to be an invaluable resource for academics developing their research.

This four-volume set brings together seminal articles and key writings on the theme of inclusion and diversity in education. The collection takes disability and special educational need as a starting point from which to develop a broader focus on a range of themes relating to learners who may be marginalised from educational opportunities. This includes for example members of minority ethnic communities, students excluded from schools or who are ′looked after′ in public care, and other dimensions of exclusion arising from social class, gender or sexuality.The starting point for understanding inclusive education lies in social justice perspectives, and this forms the basis for the first volume. Volumes two and three focus on research aimed at developing more inclusive practices both at the levels of schools and school systems, and at the levels of inclusive pedagogy, enacted in the classroom and through the curriculum. Volume four reflects the range of voices in research on inclusive education, drawing on traditionally marginalised voices and those of learners in particular.Three cross-cutting themes are represented across all four volumes:-A chronological approach, showing how key concepts and perspectives have developed in each area of the literature. -Identified groups of learners - developing more nuanced readings of how processes of exclusion and inclusion intersect dimensions such as disability, class and race-Contexts for learning - such as urban education and global or comparative perspectives.

This four-volume set brings together key articles from the political and educational literature, providing theoretical discussion and extracts from research reports in citizenship and citizenship education. The first volume focuses on historical and philosophical material. Volume two examines the purposes of citizenship education, including arguments for particular aspects such as ′race′, class, gender or broader matters such as justice and equality. The third volume describes and discusses particular forms of education that relate strongly and directly to citizenship education, e.g. global education, character education, political education, moral education, social education). Volume four focuses on material about socialisation, curriculum, pedagogy and assessment. Throughout the 4 volumes key themes are highlighted:-What is the nature of citizenship and citizenship education? -Why is citizenship education promoted? -Where does citizenship education occur? -Who is citizenship education for and how does it affect learners and others? The SAGE Library of Educational Thought and Practice major works series encapsulates and disseminates the seminal works in the field of educational science and collects together those articles and essays which have been most influential in shaping and driving the discipline. Each multi-volume set presents readers with a collection of both classical and contemporary published works sourced from the foremost publications in the field by an internationally renowned editor or editorial team. Each set includes a full introduction, presenting a rationale for the selection and which contextualises the major work within the discipline, and gives students, researchers and academics insight into the past, present and likely future of that area of research. The series covers both key approaches to studying education theory and the primary sub-fields which form the focus of educational practitioners′ work. The SAGE Library of Educational Thought and Practice is an essential addition for all libraries throughout the world with an interest in Education.

In recent years, research into theories of learning has been gaining momentum as a majorly significant academic pursuit, sending ripples of influence over the realm of the social sciences. Bringing together a wide-ranging selection of articles, written by elite of internationally-renowned scholars, this four-volume collection aims to provide an overview of the many theories of learning, from Aristotle to the present day. Editor David Scott, presents a comprehensive exploration of the subject, ranging from theories to models of learning, and from relations with curriculum to resulting themes and issues. The work is carefully organized and structured with reference to Jerome Bruner′s model of learning, particularly in relation to Bruner′s distinction between symbol-processing and socio-cultural views of learning.Volume One: Philosophical, Sociological and Psychological Theories of LearningVolume Two: Models of LearningVolume Three: Relations with Curriculum, Pedagogy and AssessmentVolume Four: Themes and Issues

This four-volume Major Work brings together seminal articles and research studies in the field of creativity, drawing from educational and psychological research.  The collection focuses on creativity in the classroom, the roles of educators and students, how creative processes relate to education and learning, and an analysis of the socio-cultural contexts for creativity in education.  Critical issues, such as the relationship between intelligence and creativity, and motivation, are also explored. Articles are supported with a context-setting introduction from renowned creativity scholar Mark Runco.

The central focus of this major work is on issues, challenges and changes in the field of teaching and learning in Higher Education, and particularly those which have developed over the past few decades. Since the 19th century there has been a constant debate over what universities and higher education should and could be, and with the purposes, costs and value to society coming to the fore of the discussion in most recent times.While there is no doubt that the issues involved in movements and changes such as "globalization", "commercialisation", "massification", and "corporatization" - as they have been characterized over the last few decades - have significantly impacted Universities, there have also been profound effects of greater access of more diverse groups to Higher Education, increases in areas of study and their application, and in the impact of technology as never before. Across four thematic volumes, this major work examines a number of these effects and how they have led to issues and developments in the field.Volume One: Curriculum Development in Higher EducationVolume Two: Approaches to Learning and Teaching in Higher EducationVolume Three: The Impact of Technology and Online Learning in Higher EducationVolume Four: Assessment and Evaluation in Higher Education

International Education is a relatively new area of academic study but it is evolving rapidly due to the growth and development of overseas campuses and international curricula, at both school and university levels. International Education can be viewed as an ‘umbrella-term’ linking a number of cognate areas including globalization, global citizenship and cosmopolitanism. In this landmark collection, leading scholars present the key theories and models of practice in International Education through a selection of seminal articles and chapters from around the globe.Volume One: Nature and Meaning of International EducationVolume Two: Current Issues in Promoting International Education in National and Regional ContextsVolume Three: Current Issues in Promoting International Education in Global Contexts

This collection offers a guide to the core issues in the field of sociology of education, drawing on historically-significant material as well as contemporary sources, and offering perspectives from varied and diverse scholarship from across the world. While education is a major policy preoccupation in both ‘developed′ countries and emergent economies, sociological knowledge about education is becoming more and more varied and dispersed, as new directions develop in response to older assumptions, and new and rapidly changing policy problems drive enquiry in different directions. This major work responds to the challenge presented by diversity and differences of perspective in the field, drawing on a wide range of specialisms that allows researchers to ‘see′ the field clearly, to understand its development over time, and appreciate its enduring contribution to knowledge. Volume One: Theories & Methodologies in use Volume Two: Politics and Policy Volume Three: Equalities & Identities Volume Four: Pedagogies & Institutions